Open Pedagogy Toolkit: Module 3

Introduction
Renewable Assignments
Benefits for StudentS
Benefits for Instructors
dESIGN cONSIDERATIONS
Reflection
AcTIVITY
rEADINGS AND rESOURCES
rEFERENCES

References

Clinton-Lisell, V., & Gwozdz, L. (2023). Understanding student experiences of renewable and traditional assignments. College Teaching, 71(2), 125–134. https://doi.org/10.1080/87567555.2023.2179591

Katz, S., & Van Allen, J. (2022). Open with intention: Situating equity pedagogy within open education to advance social justice. Journal for Multicultural Education, 16(5), 421–429. https://doi.org/10.1108/JME-07-2022-0089

Lazzara, J., Bloom, M., and Clinton-Lisell, V. “Renewable Assignments: Comparing Faculty and Student Perceptions” (2024). Education, Health & Behavior Studies Faculty Publications. 85. https://commons.und.edu/ehb-fac/85 

Paskevicius, M., & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Journal of Interactive Media in Education, 2019(1), 10.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Tlili, A., Garzón, J., Salha, S., Huang, R., Xu, L., Burgos, D., … & Wiley, D. (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, 20, Article 54. https://doi.org/10.1186/s41239-023-00424-3 

Veletsianos, G. (2017). How do faculty benefit from renewable assignments? Retrieved from https://bccampus.ca/2017/12/12/how-do-faculty-benefit-from-renewable-assignments/ 

Werth, E., & Williams, K. (2021). What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory. The International Review of Research in Open and Distributed Learning, 22(3), 34–54. https://doi.org/10.19173/irrodl.v22i3.5373

Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4), 134–147. https://doi.org/10.19173/irrodl.v19i4.3601

Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A Preliminary Exploration of the Relationships Between Student-Created OER, Sustainability, and Students’ Success. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3022